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ICT and Education for Refugees in Transit Wahyuni, Dewi Sari; Fatdha, T Sy Eiva
SALTeL Journal (Southeast Asia Language Teaching and Learning) Vol 2, No 2: July 2019
Publisher : Association of Language Teachers in Southeast Asia (ALTSA)

Refugees in transit often have no access to formal education. Indonesia as one of transit countries has allowed these community school-age children to join public school. Unfortunately, teenagers and adults do not have similar consent. As most of them are stranded for a long time to skip their basic education, there should be a bridge so that they still can catch up with their secondary or even higher education level. During their uncertain waiting time, some international and national organizations and local institutions have provided them with private classes in specific subjects. The problem is these classes are unaligned with the lesson grade in host country formal education institution, which is categorized based on learners? ages. Moreover, they are placed in separated places (detention centre, interception, community housings) which cost time and fare to get these refugees in one education centre. The alternative solution for handling this situation is by having blended learning, a combination of online learning platform and face-to-face meeting managed by teachers both from the host country and refugees. These students although they are limited by any means, have been familiar with ICT such as Microsoft Office, Photoshop, Multimedia and Internet. The online learning platform will muddle through time and distance in order to support them to take Package A, B, C (National Elementary, Junior and Senior High School Equivalency) tests as these tests are admitted at work and further study in host country as well as their destination countries without age limitation.

MULTICULTURALISM EDUCATION FOR REFUGEES IN TRANSIT Wahyuni, Dewi Sari; Bayu, Eka Pasca Surya
SALTeL Journal (Southeast Asia Language Teaching and Learning) Vol 3, No 1: January 2020
Publisher : Association of Language Teachers in Southeast Asia (ALTSA)

In non-formal classroom during their waiting time in transit, refugees often found it difficult to have dynamic teamwork with others from diverse sociocultural. Things considered small stuffs for some turned out to be a problematic issue to others. Their various background; home countries, ethnicities, previous socioeconomic status added to the exclusion and specific group connection with tendency of being unsettled when they were obligated to mix with their fellows outside their comfort group. Even though most of these people have experienced in moving around from one country into another, their marginal life was not a much of help to their socialization with people outside of their community. Promoting multicultural education which values diversity and includes the perspectives of a variety of cultural groups on a regular basis took longer time to decrease prejudice, tolerate changing habits and eliminate gender bias.

ICT and Education for Refugees in Transit Wahyuni, Dewi Sari; Fatdha, T Sy Eiva
SALTeL Journal (Southeast Asia Language Teaching and Learning) Vol. 2 No. 2: July 2019
Publisher : Association of Language Teachers in Southeast Asia (ALTSA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35307/saltel.v2i2.27

Refugees in transit often have no access to formal education. Indonesia as one of transit countries has allowed these community school-age children to join public school. Unfortunately, teenagers and adults do not have similar consent. As most of them are stranded for a long time to skip their basic education, there should be a bridge so that they still can catch up with their secondary or even higher education level. During their uncertain waiting time, some international and national organizations and local institutions have provided them with private classes in specific subjects. The problem is these classes are unaligned with the lesson grade in host country formal education institution, which is categorized based on learnersÃ¢â‚¬â„¢ ages. Moreover, they are placed in separated places (detention centre, interception, community housings) which cost time and fare to get these refugees in one education centre. The alternative solution for handling this situation is by having blended learning, a combination of online learning platform and face-to-face meeting managed by teachers both from the host country and refugees. These students although they are limited by any means, have been familiar with ICT such as Microsoft Office, Photoshop, Multimedia and Internet. The online learning platform will muddle through time and distance in order to support them to take Package A, B, C (National Elementary, Junior and Senior High School Equivalency) tests as these tests are admitted at work and further study in host country as well as their destination countries without age limitation.

Multiculturalism Education for Refugees in Transit Wahyuni, Dewi Sari; Bayu, Eka Pasca Surya
SALTeL Journal (Southeast Asia Language Teaching and Learning) Vol. 3 No. 1: January 2020
Publisher : Association of Language Teachers in Southeast Asia (ALTSA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35307/saltel.v3i1.44

In non-formal classroom during their waiting time in transit, refugees often found it difficult to have dynamic teamwork with others from diverse sociocultural. Things considered small stuffs for some turned out to be a problematic issue to others. Their various background; home countries, ethnicities, previous socioeconomic status added to the exclusion and specific group connection with tendency of being unsettled when they were obligated to mix with their fellows outside their comfort group. Even though most of these people have experienced in moving around from one country into another, their marginal life was not a much of help to their socialization with people outside of their community. Promoting multicultural education which values diversity and includes the perspectives of a variety of cultural groups on a regular basis took longer time to decrease prejudice, tolerate changing habits and eliminate gender bias.

Workshop Peningkatan Kemampuan Bahasa Inggris Siswa SMK Berbantuan Teknologi Wahyuni, Dewi Sari; Susanti; Yeni, Helda; Jamaris, M; Astarilla, Liya; Wahyuni, Dian; Nurjayadi
Jurnal Pengabdian Kepada Masyarakat Sosial Humaniora Vol 5 No 1 (2025): Juni 2025
Publisher : Fakultas Ekonomi dan Bisnis Universitas Muhammadiyah Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar

Kemampuan berbahasa Inggris merupakan keterampilan penting yang harus dimiliki siswa Sekolah Menengah Kejuruan (SMK) di era globalisasi, namun masih banyak siswa yang mengalami kesulitan dalam menguasainya. Kegiatan pengabdian ini bertujuan untuk meningkatkan penguasaan kosakata, khususnya slang dalam bahasa Inggris, melalui workshop yang mengintegrasikan metode kolaboratif dan teknologi berbasis aplikasi. Kegiatan dilaksanakan selama dua hari di Universitas Sains dan Teknologi Indonesia, melibatkan metode pembelajaran interaktif menggunakan flash cards, paper strips, Google Lens, serta evaluasi berbasis Kahoot dan Mentimeter. Hasil pre-test menunjukkan tingkat pemahaman peserta masih rendah (46%), namun terjadi peningkatan signifikan setelah penerapan metode pembelajaran. Penggunaan teknologi terbukti membantu siswa memahami makna kosakata secara kontekstual dan memperluas kemampuan komunikasi mereka. Kesimpulan menunjukkan bahwa pendekatan kolaboratif berbantuan teknologi efektif dalam meningkatkan keterampilan bahasa Inggris siswa SMK, meskipun masih diperlukan waktu lebih untuk pendalaman materi secara merata.

Climate Action in English for Computer Science Wahyuni, Dewi Sari; Fatdha, T. Sy. Eiva
Jurnal Sustainable Vol. 8 No. 2 (2025): Transforming Education: Digital Integration, Strategic Assessment, and Sustaina
Publisher : Lembaga Penjaminan Mutu, IAIN Syaikh Abdurrahman Siddik Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/hx8rag64

This study examines the integration of climate action concepts, specifically green computing and computing for green, into English language learning for computer science students using the Content and Language Integrated Learning (CLIL) approach. English Language Learners (ELLs), most of whom are non-native English speakers (NNES) in the field of Computer Science, require a language learning model that not only improves linguistic skills but also fosters awareness and active participation in global climate change issues. Through qualitative methods, including a literature review, CLIL classroom observations, and interviews with instructors, this study identifies best practices in designing content-integrated English language curricula that combine language proficiency and ecological literacy. Green computing principles are applied not only in learning materials but also in research methods to reduce carbon footprints. Findings indicate that integrating sustainability topics into English language learning within the context of Computer Science effectively enhances students' language skills and environmental awareness. Students become more motivated to act as agents of change in preserving the environment. The practical implication is that interdisciplinary collaboration and innovative CLIL curriculum design can play a crucial role in preparing Computer Science graduates to be not only technically competent but also linguistically competent, as well as having sustainability awareness.

Language Teaching for a Sustainable Future: Integrating Sustainability in ELT Wahyuni, Dewi Sari; Fatdha, T. Sy Eiva
Journal of Social Work and Science Education Vol. 7 No. 2 (2026): Forthcoming Issue
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i2.1372

This study investigates how sustainability principles can be integrated into English Language Teaching (ELT) to enhance educational quality and foster global citizenship. Adopting a qualitative integrative literature review design, we synthesized findings from 35 publications (2013–2025). It includes two recent systematic reviews and a case study to identify pedagogical strategies, challenges, and outcomes of incorporating sustainability in ELT. The results reveal a range of practical approaches, including Content and Language Integrated Learning (CLIL) curricula, project-based learning centered on the Sustainable Development Goals (SDGs), eco-critical language awareness activities, and targeted teacher training. These approaches were found to enhance language proficiency while increasing learners’ sustainability awareness and engagement. However, significant challenges remain, notably a lack of appropriate teaching resources and teacher preparedness, as well as misalignment between sustainability topics and traditional language curriculum goals. As a novel contribution, this study proposes a synthesized framework for embedding sustainability into ELT, along with evidence-based recommendations to overcome implementation barriers. In practical terms, integrating sustainability content and practices in ELT engages students with real-world issues, fostering critical thinking and global citizenship skills alongside language development. The study’s findings offer new insights by explicitly linking ELT to Education for Sustainable Development (ESD) goals and provide ELT professionals with concrete strategies to help build a more sustainable future through language education.

MYCD: Integration of YOLO-CNN and DenseNet for Real-Time Road Damage Detection Based on Field Images Yenni, Helda; Muzawi, Rometdo; Karpen, Karpen; Anam, M. Khairul; Kasaf, Michel; Hadi, Tjut Rizqi Maysyarah; Wahyuni, Dewi Sari
Journal of Applied Data Sciences Vol 7, No 1: January 2026
Publisher : Bright Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47738/jads.v7i1.1040

Road damage such as cracks, potholes, and uneven surfaces poses serious risks to transportation safety, logistics efficiency, and maintenance budgeting in Indonesia. Manual inspection is time consuming, labor intensive, and prone to error, motivating the use of reliable computer vision solutions. This study proposes MYCD, a hybrid and mobile ready architecture that combines the fast detection ability of YOLO with the dense feature reuse of DenseNet, enhanced by the Convolutional Block Attention Module (CBAM) for spatial and channel focus and Spatial Pyramid Pooling (SPP) for multi scale context understanding. The system detects and classifies the severity of road damage into minor, moderate, and severe categories using images captured by standard cameras. MYCD was trained and validated on 1,120 field images using an 80/20 split to simulate realistic deployment. Validation achieved 64 percent accuracy, with the highest per class precision of 0.72 for minor damage and mAP@0.5 = 0.677. The confusion matrix showed that most errors occurred in the moderate category because of visual similarity with minor and severe damage. Unlike earlier studies that extended YOLO with heavy backbones such as ResNet or EfficientNet, MYCD focuses on feature propagation (DenseNet), attention precision (CBAM), and multi scale fusion (SPP) optimized for real time operation on standard hardware. Efficiency profiling confirmed its deployability. After compression, the model size is 46.8 MB and it requires 3.7 GFLOPs per inference at 640×640 resolution. On a mid-range Android device (Snapdragon 778G, 8 GB RAM), MYCD runs at 19 frames per second with 1.2 GB peak memory. Compared with YOLOv8 WD (68 MB; 5.2 GFLOPs), MYCD reduces computation by 31 percent while maintaining similar accuracy. Overall, MYCD achieves a practical balance of speed, accuracy, and efficiency, providing a deployable and reproducible framework for real time road damage detection in resource limited settings.

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